UNIVERSITY OF THE SCIENCES IN PHILADELPHIA
Essential Functions/Technical Standards of Physical Therapy

Purpose
The purpose of this document is to clarify the physical, emotional and cognitive essential functions and technical standards that are necessary for successful completion of the didactic and clinical components of the Physical Therapy Program at University of the Sciences in Philadelphia. All physical therapy students are required to meet these essential functions and technical standards. Essential functions and technical standards can be successfully met by students who have documented disabilities, have requested reasonable accommodations and are receiving reasonable accommodations. Approved accommodations in a classroom setting are not guaranteed in the clinical setting.

Procedure

1. Following admission to the Physical Therapy Program at University of the Sciences in
   Philadelphia but prior to beginning academic coursework, all students must sign a form acknowledging that they have read and understand the essential functions.
2. Students who may have concerns about meeting these expectations are advised to meet with both their program director and their academic advisor.
3. If a student feels that he/she requires reasonable accommodation for didactic and/or clinical components of the program, he/she must contact the Assistant Dean of Students in the Division of Student Affairs before any accommodations can be made.
4. Due to the time it takes to properly evaluate a student’s needs and to implement reasonable accommodations, it is recommended that students request accommodations as early as possible, preferably at least 30 days before the start of a course or clinical education experience.

Essential Functions:

1. Motor
1. Position and move patients or equipment. This includes bending, stooping, kneeling, reaching and squatting while pushing and pulling up to 200 pounds while preventing injury to patient and self.
2. Lift up to 50 pounds independently or up to 200 pounds with assistance and, while preventing injury to patient and self.
3. Safely and effectively facilitate movement of the patient’s body during transfers, gait training, positioning, examinations and therapeutic interventions. The therapist needs to assume standing, sitting, kneeling or squatting positions. The patient could be totally dependent for physical assistance.
4. Ability to be mobile for 3 to 4 hour intervals while safely helping patients ambulate and transfer with or without equipment, and prevent injury to patient and self.
5. Manipulate equipment of various sizes, shapes, and textures (e.g.: dials, knobs, testing instruments).
6. Provide support and resistance to patients as needed through complex exercise movements while preventing injury to patient and self.
7. Perform CPR with patient lying on floor, plinth or mat.
8. Perform examination techniques and provide intervention to acutely ill patients without disturbing sensitive monitoring instruments and lines.
9. Maintain balance while performing intervention and examination techniques on patients who have compromised balance.
   
2. Sensory
   Sensory components are based on the ability to see, hear, or feel as needed to fulfill the duties of a Physical Therapist. Accommodations may be granted to assist students in achieving the necessary baseline to fulfill these components, but a student will be responsible for demonstrating appropriate competence. Activities that require sensory competence include (but are not limited to):
   1. Examination techniques postural assessment, gait deviation, pulse assessment, muscle integrity/tension and wound description.
   2. Gathering of information from equipment such as (but not limited to) biofeedback, electrocardiograph, pulse oximeters, auscultation and blood pressure devices.
   3. Effective communication with patients who have a wide range of impairments.
   4. Safe application of gradient pressures during examination and intervention including manual muscle testing and joint mobilization.
      
3. Emotional
   1. Possess the emotional health to manage a full patient load and a changing clinical environment. A full patient load may vary from 10 to 12 sessions per day in an inpatient environment, to 14 to 18 patients per day in an outpatient environment.
   2. Possess the emotional health to interact with patients who have challenging interpersonal and communication skills.
   3. Recognize and respond appropriately to potentially hazardous situations, including those that are life-threatening.
   4. Possess the emotional health to use one’s intellectual abilities, exercise good judgment, and display professional behavior.
   5. Possess the ability to accept responsibility for all actions and decisions.
   6. Possess the emotional health and sensitivity to interact with patients with various abilities and cultural differences.
   7. Possess the ability to accept feedback in a manner that reflects the ability to learn from, and integrate, feedback.
      
4. Cognitive
   1. Solve problems in a timely manner that is consistent with the demands of the situation.
   2. Recall and retain information in an efficient manner in order to meet the minimal requirements of safe and effective patient care.
   3. Integrate and analyze information including: information from patient history; examination; laboratory tests and measures; and diagnostic tests to develop appropriate plans of action, as well as to provide a safe environment for the patient and self.
   4. Exercise good judgment and clinical reasoning in all aspects of patient care.
   5. Acknowledge limitations of knowledge and/or performance in order to provide optimal patient care.
   6. Ability to effectively apply new information into current knowledge and practice, in order to provide optimal patient care.